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St. Charles Altar
No full textChaple of Ease, Tilsonburghttps://ir.lib.uwo.ca/anglican_altars/1072/thumbnail.jp
Sebringville Trinity Altar
No full textIn 1997 Sebringville Trinity Church closed. In that year it was moved to its current location at Fanshawe Pioneer Village.https://ir.lib.uwo.ca/anglican_altars/1093/thumbnail.jp
A Blueprint for Promoting Innovation, Interdisciplinary Teamwork, and Collaboration
Get PDFIn response to the myriad of pressures we are experiencing across the higher education landscape, many colleges and universities are exploring different ways to manage and drive change within their institutions. Centres for Teaching and Learning (CTLs) are well-positioned to be high-impact drivers of change in this evolving educational arena. With this comes the expectation that they will emulate and promote innovative practices and creative approaches when addressing many of our most complex academic challenges. Increased agility, cooperation, and strategic foresight within these centres are necessary to detect, respond, and adapt to anticipated future changes and disruptions. However, coordinating such a broad array of resources among CTL departments coupled with interpersonal implications often associated with organizational change and transformation can pose ongoing challenges for leadership. This Organizational Improvement Plan (OIP) will address these issues within the context of a teaching and learning centre at a mid-sized college in Southern Alberta. It will focus specifically on the fluctuating demands and functionality of the centre and the need for increased agility, cooperation, and collaboration among CTL departments to respond more effectively to our continuously shifting circumstances. This is accomplished by exploring the relational and systemic nature of the problem through the lens of complexity leadership theory and its three entangled leadership models: adaptive leadership, enabling leadership, and administrative leadership. The outcome is a strategy theoretically grounded in social cognition theory and a leadership model for cultivating adaptive capacity and leadership competence in strategic foresight
The Cultivation of Systemness for Enhanced Equity, Diversity and Inclusivity at a Mid-sized District School Board in the Province of Ontario
Get PDFThe cultivation of systemness for enhanced equity, diversity and inclusivity at a mid-sized district school board in the province of Ontario is addressed. The development of shared mindsets regarding a small number of ambitious goals (system coherence) and the implementation of administrative processes such as policies, procedures, practices and protocols (system alignment) that support the optimization of the multi-year strategic plan may, at times, prove difficult to achieve, especially as it relates to bias awareness and critical consciousness, as well as ameliorated fairness and impartiality throughout the organization. Viewed constructively as an opportunity for organizational improvement towards enhanced equity, diversity and inclusivity, strategies to facilitate the elimination of all forms of discrimination and the removal of systemic barriers to learning are explored. A seven-step model for effective change management is utilized as the framework to lead the change process to address the lack of coherence and alignment between the key categories of the annual action plan for equity and anti-racism, and, the goal statements of the empowering equity priority of the multi-year strategic plan for the district. As a tool that utilizes a blend of face-to-face and digital interactions to collect, communicate, collaborate and create with colleagues, professional learning networks (PLNs) are the selected solution to address the problem of practice. PLNs are endorsed as an innovative, forward-thinking approach for knowledge mobilization and solution generation in public education (Briscoe et al., 2015; Trust et al., 2016; Whitby, 2013).
Keywords: systemness, alignment, coherence, equity, diversity, inclusivity, professional learning network
Building an Adaptive Culture where Collaborative Teaching Teams Leverage Data to Improve Student Achievement and Wellbeing
Get PDFThis Organizational Improvement Plan (OIP) seeks to open up the black box of classroom teaching to data informed collaborative inquiry by teachers for teachers using formative feedback as the model for instructional improvement. Teacher collective efficacy is developed through ongoing professional learning in collaborative teaching teams that use multiple measures of data to limit bias and improve equity of outcomes for students. Such a process is iterative, and the OIP envisions the combined use of adaptive leadership and distributed leadership approaches to support Kotter’s 8-step model for change implementation. The desired outcome is an adaptive and agile school culture where teachers are empowered to use data in collaborative teams. A distributed leadership team will develop a culture of collaborative inquiry and improve data literacy within teaching teams to create school level narratives of student achievement and growth. This OIP applies critical theory frameworks of empowerment and liberation to data generated in schools with the firm belief that teachers and students who generate data must be empowered to analyse and use such data for self-improvement. This shift from the evaluative use of data for school ranking to the use of data by collaborative teams of teacher leaders as formative feedback for self-improvement is an act of resistance to the colonial use of data in 21st century neoliberal accountability regimes. A successful implementation of this OIP seeks to return sense-making of knowledge back to teachers as professionals and students as partners in learning through data-informed, collaborative decision making
Changing the Course of Faculty Engagement in Academic Governance: Reconcilation through Education
Get PDFDuring the past decade, River’s Edge has engaged in organizational change due to neoliberal reforms permeating the higher education sector in the province. Chronic under-funding and annual budget cuts have directed change efforts towards commodifying service, education, and research to generate revenue from public consumption. Like other higher education institutions, River\u27s Edge responds by positioning itself to become a driver of economic development rather than a force for social change. The mandate and strategic priorities of the provincial government is the primary driver of institutional change. The mandate holds the institution accountable by setting key performance indicators to serve the interests of the private-for-profit sector to ensure a source of skilled labour. Therefore, what gets measured gets done, and what is not mandated does not. The institution fulfills its mandate by sharing in decision-making to approve new programs and credentials to provide quality skilled workers. Academic governance, as legislated, is democratic by being inclusive of internal stakeholders, including faculty, students, and administrators, in decision-making. However, it excludes engagement and participation by external stakeholders whose interests are not being served. As agents of the crown, stakeholders have a fiduciary duty to act in the best interests of those not represented. The organizational improvement plan aims to address the problem of practice of low faculty engagement and participation in academic governance. Through their roles of teaching, research, and service, faculty are the means by which the institution will achieve the end of reconciliation with Indigenous Peoples.
Keywords: fiduciary duty, reconciliation through education, stakeholders, faculty engagement and participation, shared academic governanc
